Standard
6.4:
All Students Will Acquire Historical Understanding Of Societal
Ideas And Forces Throughout The History Of New Jersey, The
United States, And The World |
Standard
6.5:
All Students Will Acquire Historical
Understanding Of Varying Cultures Throughout The History
Of New Jersey, The United States, And The World |
Standard
6.6:
All Students Will Acquire Historical Understanding Of Economic
Forces, Ideas, And Institutions Throughout The History Of
New Jersey, The United States, And The World |
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Descriptive Statement:
The present can only be understood in the context
of understanding how and why people acted in the past.
History studies human behavior and motivation, since people
have created governments and institutions based on their
needs. Students should have opportunities to study the
impact of various societal forces on the history of New
Jersey, the United States, and the world.
In order to ensure that students share a common core
of knowledge, by the end of their school experience students
should have studied all five of the major periods in United
States history cited in Social Studies Standard 6.3. In
addition, students should have studied all seven of the
World History periods cited in Social Studies Standard
6.3. School districts are encouraged to define the balance
among materials from Western, Asian, African, and other
world cultures in each of these periods. Furthermore,
several suggested themes are included among the history
standards to enhance and enrich the study of history.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
Descriptive Statement:
Because we live in an interdependent world, students
should be aware of the variety of approaches used by different
cultures to define and meet their basic needs. Students
should understand the impact of different cultures and
civilizations at specific times and over time, and be
aware of cultural similarities as well as differences.
As students become more aware of varying cultures, they
are more likely to understand themselves, the diversity
and cultural values of others, and people in their own
communities and in other parts of the world.
In order to ensure that students share a common core
of knowledge, by the end of their school experience students
should have studied all five of the major periods in United
States history cited in Social Studies Standard 6.3. In
addition, students should have studied all seven of the
World History periods cited in Social Studies Standard
6.3. School districts are encouraged to define the balance
among materials from Western, Asian, African, and other
world cultures in each of these periods. Furthermore,
several suggested themes are included among the history
standards to enhance and enrich the study of history.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
Descriptive Statement:
Economic systems develop as individuals and societies
employ resources to produce and distribute goods and services,
while government policies develop to aid, control, and
improve these activities. Whether economic decisions and
policies are personal, institutional, or governmental,
they are made in an interconnected context. Students should
have the knowledge and skills to understand the economic
forces which influence their lives, and to make decisions
which maximize their own economic well-being and that
of the larger society.
In order to ensure that students share a common core
of knowledge, by the end of their school experience students
should have studied all five of the major periods in United
States history cited in Social Studies Standard 6.3. In
addition, students should have studied all seven of the
World History periods cited in Social Studies Standard
6.3. School districts are encouraged to define the balance
among materials from Western, Asian, African, and other
world cultures in each of these periods. Furthermore,
several suggested themes are included among the history
standards to enhance and enrich the study of history.
Building upon knowledge and skills gained in the preceding
grades, by the end of grade 12, students: |
|
Cumulative Progress Indicators
| 9. |
Evaluate the views, beliefs, and impact
of different social groups on a given historical event
or issue. |
| 10. |
Evaluate how individuals, groups, and
institutions influence solutions to society's problems. |
| 11. |
Analyze historical and contemporary circumstances
in which institutions function either to maintain
continuity or to promote change. |
| 12. |
Argue an ethical position regarding a dilemma from
the study of key turning points in history. |
| 13. |
Evaluate actions an individual, group,
or institution might take to counteract incidents
of prejudice, discrimination, expulsion, genocide,
slavery, and the Holocaust. |
|
Cumulative Progress Indicators
| 13. |
Analyze the mutual influences among different
cultures throughout time. |
| 14. |
Understand views held by people in other
times and places regarding issues they have faced. |
| 15. |
Interpret how various cultures have
adapted to their environments. |
| 16. |
Analyze how beliefs and principles
are transmitted in a culture. |
| 17. |
Understand the multiple influences
of gender, family background, religion, ethnicity,
socioeconomic position, and nationality as the bases
for analysis of individual identity. |
| 18. |
Evaluate the mutual influence of technology
and culture. |
|
Cumulative Progress Indicators
| 11. |
Apply economic concepts
and reasoning when evaluating historical and contemporary
developments and issues. |
| 12. |
Evaluate principles and policies associated
with international trade. |
| 13. |
Evaluate how the economic system meets
wants and needs. |
| 14. |
Analyze the successes and failures
of various economic systems in meeting the needs and
wants of their people. |
| 15. |
Evaluate an economic decision. |
| 16. |
Analyze and evaluate economic growth
in the context of environmental conditions and sustainable
development. |
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